COMBINED SCIENCE INTRODUCTION
|
|
- Milo Jenkins
- 6 years ago
- Views:
Transcription
1 (revised as of April 2013) COMBINED SCIENCE INTRODUCTION The public assessment of this subject is based on the Curriculum and Assessment Guide (Secondary 4-6) Combined Science jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. Candidates should refer to the section on Curriculum Framework in this Guide for the knowledge, understanding, skills and attitudes they are required to demonstrate in the assessment. Candidates are expected to have a general knowledge of the materials contained in the Science Curriculum (Secondary 1-3). The mathematical skills required in the assessment are mainly based on those covered in the Compulsory Part of the Hong Kong Diploma of Secondary Education Mathematics Curriculum. The public assessment of Combined Science consists of three parts: Physics, Chemistry and Biology. Candidates should choose any two parts to form the basis of their assessment according to the curriculum they follow. As a result, there are three options: Combined Science (Physics, Chemistry), Combined Science (Biology, Physics), and Combined Science (Chemistry, Biology). PART 1: PHYSICS ASSESSMENT OBJECTIVES The objectives of the public assessment of this part are to evaluate candidates ability to: 1. recall and show understanding of the facts, concepts, models and principles of physics, and the relationships between different topic areas in the curriculum framework; 2. apply knowledge, concepts and principles of physics to explain phenomena and observations, and to solve problems; 3. show an understanding of the use of apparatus in performing experiments; 4. demonstrate an understanding of the method used in the study of physics; 5. present data in various forms, such as tables, graphs, charts, diagrams, and transpose them from one form into another; 6. analyse and interpret data, and draw appropriate conclusions; 7. show an understanding of the treatment of errors; 8. select, organise, and communicate information clearly, precisely and logically; 9. demonstrate understanding of the applications of physics to daily life and its contributions to the modern world; 10. show awareness of the ethical, moral, social, economic and technological implications of physics, and critically evaluate physics-related issues; and 11. make suggestions, choices and judgments based on the examination of evidence using knowledge and principles of physics.
2 MODE OF ASSESSMENT The public assessment of Combined Science (Physics part) consists of a public examination component and a school-based assessment component as outlined in the following table: Component Weighting Duration Public 1 hour Questions set on the physics part of the curriculum 40% Examination 40 minutes School-based Assessment (SBA) 10% PUBLIC EXAMINATION The examination paper comprises two sections: A and B. Section A consists of multiple-choice questions and carries 14% of the subject mark. Section B includes short questions, structured questions and an essay question, and it carries 26% of the subject mark. Candidates have to attempt all questions in this paper. SCHOOL-BASED ASSESSMENT (SBA) School-based assessment (SBA) is compulsory for all school candidates. Candidates will be assessed by their teachers on their performance of a wide range of skills involved in practical work throughout S5 and S6. Candidates are required to perform a stipulated amount of practical work, which will involve: (a) organizing and performing practical work, including making use of suitable apparatus and equipment, and demonstrating the appropriate manipulative skills for carrying out the work; (b) making accurate observations and measurements; (c) recording and presenting results in an appropriate form; (d) interpreting and discussing results, and drawing appropriate conclusions. The work should be integrated closely with the curriculum and form a part of the normal learning and teaching process. The table below summarises the minimum number of assessments and the percentage weighting in subject required in S5 and S6 for the SBA: Minimum number of assessments S5 1 (5%) S6 1 (5%)
3 For monitoring and authentication purposes, candidates are required to keep good custody of all their work in SBA until the publication of the HKDSE examination results. Private candidates need not complete the SBA component. Their subject result will be based entirely on the public examination result. The detailed requirements, regulations, assessment criteria, guidelines and methods of assessment are provided in the SBA Handbook for HKDSE Physics and Combined Science (Physics part) published by the Hong Kong Examinations and Assessment Authority. PART 2: CHEMISTRY ASSESSMENT OBJECTIVES The assessment objectives of this part are to evaluate the abilities of candidates to: 1. recall and show understanding of chemical facts, patterns, principles, terminology and conventions; 2. show an understanding of the use of apparatus and materials in performing experiments; 3. handle materials, manipulate apparatus, carry out experiments safely and make accurate observations; 4. demonstrate an understanding of the method used in chemical investigation; 5. analyse and interpret data from various sources, and draw relevant conclusions; 6. manipulate and translate chemical data and to perform calculations; 7. apply chemical knowledge to explain observations and to solve problems which may involve unfamiliar situations; 8. select and organise scientific information from appropriate sources and to communicate this information in an appropriate and logical manner; 9. understand and evaluate the social, economic, environmental and technological implications of the applications of chemistry; and 10. make decisions based on the examination of evidence and arguments. MODE OF ASSESSMENT The public assessment of Combined Science (Chemistry part) consists of a public examination component and a school-based assessment component as outlined in the following table: Component Weighting Duration Public 1 hour Questions set on the chemistry part of the curriculum 40% Examination 40 minutes School-based Assessment (SBA) 10%
4 PUBLIC EXAMINATION The examination paper comprises two sections: A and B. Section A consists of multiple-choice questions and carries 12% of the subject mark. Section B includes short questions, structured questions and an essay question, and it carries 28% of the subject mark. Candidates have to attempt all questions in this paper. SCHOOL-BASED ASSESSMENT (SBA) School-based assessment (SBA) is compulsory for all school candidates. Candidates will be assessed by their teachers on their performance of a wide range of skills involved in practical work throughout S5 and S6. Candidates are required to perform a stipulated amount of practical work, which may include designing experiments, reporting and interpreting experimental results, etc. The work should be integrated closely with the curriculum and form a part of the normal learning and teaching process. The table below summarises the minimum number of assessments and the percentage weighting in subject required in S5 and S6 for the SBA: Minimum number of assessments* Weighting in subject S5 1 5% S6 1 5% * Over the two years of S5 and S6, there should be at least one assessment for Volumetric Analysis (VA) and one assessment for Other Experiments (EXPT). For monitoring and authentication purposes, candidates are required to keep good custody of all their work in SBA until the publication of the HKDSE examination results. Private candidates need not complete the SBA component. Their subject result will be based entirely on their public examination results. The detailed requirements, regulations, assessment criteria, guidelines and methods of assessment are provided in the SBA Handbook for HKDSE Chemistry and Combined Science (Chemistry part) published by the Hong Kong Examinations and Assessment Authority.
5 PART 3: BIOLOGY ASSESSMENT OBJECTIVES The assessment objectives of this part are to evaluate candidates abilities to: 1. recall and show understanding of facts, concepts and principles of biology, and the relationships between different topic areas in the curriculum framework; 2. apply biological knowledge, concepts and principles to explain phenomena and observations, and to solve problems; 3. formulate working hypotheses, and plan and perform tests for them; 4. demonstrate practical skills related to the study of biology; 5. present data in various forms, such as tables, graphs, charts, drawings, diagrams, and transpose them from one form into another; 6. analyse and interpret both numerical and non-numerical data in forms such as continuous prose, diagrams, photographs, charts and graphs and make logical deductions and inferences and draw appropriate conclusions; 7. evaluate evidence and detect errors; 8. generate ideas; select, synthesise and communicate ideas and information clearly, precisely and logically; 9. demonstrate understanding of the applications of biology to daily life and its contributions to the modern world; 10. show awareness of the ethical, moral, social, economic and technological implications of biology, and critically evaluate biology-related issues; and 11. make suggestions, choices and judgments about issues affecting the individual, society and the environment. MODE OF ASSESSMENT The public assessment of Combined Science (Biology part) consists of a public examination component and a school-based assessment component as outlined in the following table: Component Weighting Duration Public 1 hour Questions set on the biology part of the curriculum 40% Examination 40 minutes School-based Assessment (SBA) 10% PUBLIC EXAMINATION The examination paper comprises two sections: A and B. Section A consists of multiple-choice questions and carries 12% of the subject mark. Section B includes short questions, structured questions and an essay question, and it carries 28% of the subject mark. Candidates have to attempt all questions in this paper.
6 SCHOOL-BASED ASSESSMENT (SBA) School-based assessment (SBA) is compulsory for all school candidates. In the SBA of Combined Science (Biology part), candidates are required to perform a stipulated amount of practical work, which may include scientific investigations, laboratory work, and fieldwork, etc. In S5 and S6, they will be assessed in two ability areas: A and B. Ability area A carries 4% of the subject mark, while ability area B carries 6% of the mark. Details of the two ability areas are as follows: Ability area A involves: (a) organising and performing practical work, including using suitable apparatus and equipment, and demonstrating the appropriate manipulative skills in carrying out the work; (b) making accurate observations and measurements. Ability area B involves: (a) identifying the problem to be investigated and formulating a hypothesis, where applicable, and putting it into a testable form; (b) devising a plan of investigation in accordance with the problem being investigated; (c) recording and presenting results in an appropriate form; (d) interpreting and discussing results, and drawing appropriate conclusions. The table below summarises the percentage weighting and the minimum number of assessments required in S5 and S6 for the different areas of the SBA: Practical related task Ability area A Ability area B Weighting in subject 4% 6% Minimum number S5 of assessments S6 1 1 For monitoring and authentication purposes, candidates are required to keep good custody of all their work in SBA until the publication of the HKDSE examination results. Private candidates need not complete the SBA component. Their subject result will be based entirely on their public examination results. The detailed requirements, regulations, assessment criteria, guidelines and methods of assessment are provided in the SBA Handbook for HKDSE Biology and Combined Science (Biology part) published by the Hong Kong Examinations and Assessment Authority.
Master in Science in Chemistry with Biomedicine - UMSH4CSCB
Master in Science in Chemistry with Biomedicine - UMSH4CSCB Academic year modifications to take effect 2016/7 Description and rationale for changes Please describe as clearly and precisely as possible
More informationLevel 6. Higher Education Funding Council for England (HEFCE) Fee for 2017/18 is 9,250*
Programme Specification: Undergraduate For students starting in Academic Year 2017/2018 1. Course Summary Names of programme(s) and award title(s) Award type Mode of study Framework of Higher Education
More informationIntroduction to Forensics: Preventing Fires in the First Place. A Distance Learning Program Presented by the FASNY Museum of Firefighting
Introduction to Forensics: A Distance Learning Program Presented by the FASNY Museum of Firefighting Educators Overview Introduction to Forensics This Distance Learning Program is a part of the education
More informationOrganising ROSE (The Relevance of Science Education) survey in Finland
25.02.2004 1 Organising ROSE (The Relevance of Science Education) survey in Finland Researchers and support The Survey was organised by the following researchers at the Department of Teacher Education,
More informationFIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project
FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure
More informationMASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE
MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl
More informationInnovative Methods for Teaching Engineering Courses
Innovative Methods for Teaching Engineering Courses KR Chowdhary Former Professor & Head Department of Computer Science and Engineering MBM Engineering College, Jodhpur Present: Director, JIETSETG Email:
More informationUnit 7 Data analysis and design
2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme
More informationNote: Principal version Modification Amendment Modification Amendment Modification Complete version from 1 October 2014
Note: The following curriculum is a consolidated version. It is legally non-binding and for informational purposes only. The legally binding versions are found in the University of Innsbruck Bulletins
More informationScientific Method Investigation of Plant Seed Germination
Scientific Method Investigation of Plant Seed Germination Learning Objectives Building on the learning objectives from your lab syllabus, you will be expected to: 1. Be able to explain the process of the
More informationWhat is PDE? Research Report. Paul Nichols
What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized
More informationCAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011
CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationGeneral syllabus for third-cycle courses and study programmes in
ÖREBRO UNIVERSITY This is a translation of a Swedish document. In the event of a discrepancy, the Swedishlanguage version shall prevail. General syllabus for third-cycle courses and study programmes in
More informationLab 1 - The Scientific Method
Lab 1 - The Scientific Method As Biologists we are interested in learning more about life. Through observations of the living world we often develop questions about various phenomena occurring around us.
More informationProgramme Specification
Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)
More informationScience Fair Project Handbook
Science Fair Project Handbook IDENTIFY THE TESTABLE QUESTION OR PROBLEM: a) Begin by observing your surroundings, making inferences and asking testable questions. b) Look for problems in your life or surroundings
More informationMADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm
MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationCELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
More information5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
More informationTimeline. Recommendations
Introduction Advanced Placement Course Credit Alignment Recommendations In 2007, the State of Ohio Legislature passed legislation mandating the Board of Regents to recommend and the Chancellor to adopt
More informationSpreadsheet software UBU104 F/502/4625 VRQ. Learner name: Learner number:
Spreadsheet software UBU104 F/502/4625 Learner name: VRQ Learner number: VTCT is the specialist awarding organisation for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering
More information1. Programme title and designation International Management N/A
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation International Management 2. Final award Award Title Credit value ECTS Any special criteria equivalent MSc
More informationProgramme Specification
Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification
More informationInternational Baccalaureate (IB) Diploma. Source Material IBO Website, IB Handbook, Kristin School Auckland and a range of other relevant readings.
International Baccalaureate (IB) Diploma Source Material IBO Website, IB Handbook, Kristin School Auckland and a range of other relevant readings. International Baccalaureate Organisation (IBO) Founded
More informationCity University of Hong Kong Course Syllabus. offered by Department of Architecture and Civil Engineering with effect from Semester A 2017/18
City University of Hong Kong Course Syllabus offered by Department of Architecture and Civil Engineering with effect from Semester A 2017/18 Part I Course Overview Course Title: Course Code: Course Duration:
More informationFull text of O L O W Science As Inquiry conference. Science as Inquiry
Page 1 of 5 Full text of O L O W Science As Inquiry conference Reception Meeting Room Resources Oceanside Unifying Concepts and Processes Science As Inquiry Physical Science Life Science Earth & Space
More informationPersonal, Social and Humanities Education Key Learning Area. Curriculum and Assessment Guide (Secondary 4-6)
(Final Version) Personal, Social and Humanities Education Key Learning Area Geography Curriculum and Assessment Guide (Secondary 4-6) Jointly prepared by the Curriculum Development Council and the Hong
More informationConditions of study and examination regulations of the. European Master of Science in Midwifery
Conditions of study and examination regulations of the European Master of Science in Midwifery Midwifery Research and Education Unit Department of Obstetrics and Gynaecology Hannover Medical School September
More informationMyths, Legends, Fairytales and Novels (Writing a Letter)
Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess
More informationPh.D. in Behavior Analysis Ph.d. i atferdsanalyse
Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved
More informationTheory of Probability
Theory of Probability Class code MATH-UA 9233-001 Instructor Details Prof. David Larman Room 806,25 Gordon Street (UCL Mathematics Department). Class Details Fall 2013 Thursdays 1:30-4-30 Location to be
More informationGeneral Admission Requirements for Ontario Secondary School Applicants presenting the Ontario High School Curriculum
General Admission Requirements for Ontario Secondary School Applicants presenting the Ontario High School Curriculum Ontario Secondary School (OSS) students who will be completing the Ontario high school
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationTechnical Skills for Journalism
The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,
More informationIntroducing the New Iowa Assessments Mathematics Levels 12 14
Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics
More informationHenley Business School at Univ of Reading
MSc in Corporate Real Estate For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme
More informationBachelor of Engineering in Biotechnology
Study Programme for the degree Bachelor of Engineering in Biotechnology Center for Engineering, University College Absalon September 2017 Content Content... 1 Preface... 4 Part 1 Facts about the programme...
More informationCurriculum and Assessment Policy
*Note: Much of policy heavily based on Assessment Policy of The International School Paris, an IB World School, with permission. Principles of assessment Why do we assess? How do we assess? Students not
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationPROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing
PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus
More informationCERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION. Relevant QAA subject benchmarking group:
CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant QAA subject benchmarking group: Faculty
More informationUnit: Human Impact Differentiated (Tiered) Task How Does Human Activity Impact Soil Erosion?
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationACS HONG KONG_INTERNATIONAL CHEMICAL SCIENCES CHAPTER 2011 ANNUAL REPORT
ACS HONG KONG_INTERNATIONAL CHEMICAL SCIENCES CHAPTER 2011 ANNUAL REPORT David Lee Phillips 2/8/2012 ACS Hong Kong_International Chemical Sciences Chapter 2011 Annual Report Description of Chapters Structures,
More informationGeneral study plan for third-cycle programmes in Sociology
Date of adoption: 07/06/2017 Ref. no: 2017/3223-4.1.1.2 Faculty of Social Sciences Third-cycle education at Linnaeus University is regulated by the Swedish Higher Education Act and Higher Education Ordinance
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationJazz Dance. Module Descriptor.
The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,
More informationCertificate of Higher Education in History. Relevant QAA subject benchmarking group: History
Certificate of Higher Education in History Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant QAA subject benchmarking group: History Faculty of Arts
More informationWhat is Effect of k-12 in the Electrical Engineering Practice?
What is Effect of k-12 in the Electrical Engineering Practice? REPUBLIC ACT NO 7920 THE NEW ELECTRICAL ENGINEERING LAW Definition of Terms Practice of electrical engineering a person is deemed to be in
More informationSelf Study Report Computer Science
Computer Science undergraduate students have access to undergraduate teaching, and general computing facilities in three buildings. Two large classrooms are housed in the Davis Centre, which hold about
More information1. M. Sc. Program objectives
1. M. Sc. Program objectives To provide, thorough well designed studies of theoretical and experimental Physics, a worthwhile educational experience for all students. To acquire deep knowledge in fundamental
More informationUnit 3. Design Activity. Overview. Purpose. Profile
Unit 3 Design Activity Overview Purpose The purpose of the Design Activity unit is to provide students with experience designing a communications product. Students will develop capability with the design
More informationENERGY WORLD: Electricity aro
ENERGY WORLD: Electricity aro ound us Lesson Plans October December 2008 UNIT 1. WHAT IS ELEC CTRICITY? TEACHING OBJECTIVES - To identify and classify electrical and non electrical appliances. - To know
More informationWhat can I learn from worms?
What can I learn from worms? Stem cells, regeneration, and models Lesson 7: What does planarian regeneration tell us about human regeneration? I. Overview In this lesson, students use the information that
More informationUniversity of the Arts London (UAL) Diploma in Professional Studies Art and Design Date of production/revision May 2015
Programme Specification Every taught course of study leading to a UAL award is required to have a Programme Specification. This summarises the course aims, learning outcomes, teaching, learning and assessment
More informationUniversity of Exeter College of Humanities. Assessment Procedures 2010/11
University of Exeter College of Humanities Assessment Procedures 2010/11 This document describes the conventions and procedures used to assess, progress and classify UG students within the College of Humanities.
More informationDoctor in Engineering (EngD) Additional Regulations
UCL Academic Manual 2016-17 Chapter 8: Derogations and Variations Doctor in Engineering (EngD) Additional Regulations Contact: Lizzie Vinton, Assessment Regulations and Governance Manager, Academic Services,
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationAbstractions and the Brain
Abstractions and the Brain Brian D. Josephson Department of Physics, University of Cambridge Cavendish Lab. Madingley Road Cambridge, UK. CB3 OHE bdj10@cam.ac.uk http://www.tcm.phy.cam.ac.uk/~bdj10 ABSTRACT
More informationHISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE
HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT Lectures and Tutorials Students studying History learn by reading, listening, thinking, discussing and writing. Undergraduate courses normally
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationStrands & Standards Reference Guide for World Languages
The Strands & Standards Reference Guide for World Languages is an Instructional Toolkit component for the North Carolina World Language Essential Standards (WLES). This resource brings together: Strand
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationExhibition Techniques
The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,
More informationRadius STEM Readiness TM
Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and
More informationSPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE
SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE Kate Bennie Mathematics Learning and Teaching Initiative (MALATI) Sarie Smit Centre for Education Development, University of Stellenbosch
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationKS1 Transport Objectives
KS1 Transport Y1: Number and Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationPurpose of internal assessment. Guidance and authenticity. Internal assessment. Assessment
Assessment Internal assessment Purpose of internal assessment Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the
More informationWE ARE DELIGHTED TO LAUNCH OUR OWN CUSTOM-BUILT PCN elearning PLATFORM, WHICH INCORPORATES A COMPREHENSIVE 6 MODULE ONLINE TRAINING PROGRAM.
elearning PLATFORM Project Cargo Network is an ISO 9001 (Quality Management) and ISO 14001 (Environmental Management) certified organisation established in August 2010 to provide heavy lift and project
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationlevel 5 (6 SCQF credit points)
Biology: Life on Earth (National 5) SCQF: level 5 (6 SCQF credit points) Unit code: H209 75 Unit outline The general aim of this Unit is to develop skills of scientific inquiry, investigation and analytical
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationStudy Group Handbook
Study Group Handbook Table of Contents Starting out... 2 Publicizing the benefits of collaborative work.... 2 Planning ahead... 4 Creating a comfortable, cohesive, and trusting environment.... 4 Setting
More informationPUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school
PUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school Linked to the pedagogical activity: Use of the GeoGebra software at upper secondary school Written by: Philippe Leclère, Cyrille
More informationNovember 2012 MUET (800)
November 2012 MUET (800) OVERALL PERFORMANCE A total of 75 589 candidates took the November 2012 MUET. The performance of candidates for each paper, 800/1 Listening, 800/2 Speaking, 800/3 Reading and 800/4
More informationThe Political Engagement Activity Student Guide
The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT
More informationThe Common European Framework of Reference for Languages p. 58 to p. 82
The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production
More informationPhysics 270: Experimental Physics
2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu
More informationAcademic literacies and student learning: how can we improve our understanding of student writing?
Academic literacies and student learning: how can we improve our understanding of student writing? Mary R. Lea Open University, UK Your challenges What are the problems that you face in supporting student
More informationMathematics Program Assessment Plan
Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationSTA 225: Introductory Statistics (CT)
Marshall University College of Science Mathematics Department STA 225: Introductory Statistics (CT) Course catalog description A critical thinking course in applied statistical reasoning covering basic
More informationACS HONG KONG INTERNATIONAL CHEMICAL SCIENCES CHAPTER 2014 ANNUAL REPORT
ACS HONG KONG INTERNATIONAL CHEMICAL SCIENCES CHAPTER 2014 ANNUAL REPORT Author: Date ACS Hong Kong International Chemical Sciences Chapter 2014 Annual Report DESCRIPTION OF CHAPTER: The chapter is composed
More informationUC San Diego - WASC Exhibit 7.1 Inventory of Educational Effectiveness Indicators
What are these? Formal Skills A two-course requirement including any lower-division calculus, symbolic logic, computer programming and/or statistics from the following list: MATH 3C, 4C, 10A or 20A; 10B
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationBergen Community College Division of Business, Social Sciences & Public Services Department of Social Sciences. Departmental Policy Syllabus
Bergen Community College Division of Business, Social Sciences & Public Services Department of Social Sciences Departmental Policy Syllabus FIR 101 Introduction to Fire Protection Date of Most Recent Syllabus
More informationLITERACY ACROSS THE CURRICULUM POLICY
"Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community
More information